The team clearly understood the speech in-depth and presented their information convincingly.
The team clearly understood the speech in-depth and presented their information with ease.
The team seemed to understand the main points of the speech and presented those with ease.
Information had several inaccuracies OR was usually not clear. The team did not show an adequate understanding of the speech.
SPAM
Lesson is completely accurate and highly informative in referencing SPAM. It is clear that students have done research and thought critically about these components.
Lesson is generally accurate and informative in referencing SPAM. Some research has been done and there is evidence of developing critical thinking skills.
Lesson is inaccurate or incomplete in referencing SPAM. Little research has been done and students focus more on giving facts than on critically explaining purposeful ideas.
Lesson is highly inaccurate or incomplete in referencing SPAM/does not address this component at all.
Rhetoric
Shows a full understanding of the rhetorical devices present in the speech and fully and accurately explains their usage.
Shows a developing understanding of rhetorical devices and provides a reasonably thorough and accurate explanation of their usage.
Misses several rhetorical devices or has several inaccuracies in the explanation of their usage.
Hardly addresses rhetorical devices, or does so with little to no accuracy.
Appeals
Shows a full understanding of the rhetorical appeals present in the speech and fully and accurately explains their usage.
Shows a developing understanding of rhetorical appeals and provides a reasonably thorough and accurate explanation of their usage.
Misses several rhetorical appeals or has several inaccuracies in the explanation of their usage.
Hardly addresses rhetorical appeals, or does so with little to no accuracy.
Class Themes
Lesson clearly articulates understanding of major ideas of the American dream/voice.
Lesson addresses some ideas of the American dream/voice but may lack clarity, explanation, or accuracy.
Lesson addresses very few of the ideas of the American dream/voice and lacks clarity, explanation, and/or accuracy.
Lesson hardly mentions the American voice/ does not discuss this at all.
Presentation
Lesson is exceptionally creative, neat, and organized. It demonstrates a great deal of planning and teamwork.
Lesson shows developing creativity and generally strong neatness and organization. Hard work is evident though some inconsistencies may be present.
Lesson lacks creativity or is somewhat disjointed. Planning is evident though a significantly stronger effort could have been made.
Lesson is poorly planned, designed, and/or delivered. This product does not demonstrate an acceptable level of effort.
Poise and Articulation
Students are engaging, clear, and confident. They consistently uses gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience, speak in a professional manner, and "own their space."
Students are clear. Volume or pace is appropriate but may sometimes be inconsistent. Team usually uses gestures, eye contact, tone of voice and a level of enthusiasm in a way that keeps the attention of the audience.
Students are generally clear. Volume or pace is appropriate but may sometimes interfere with understanding. Team sometimes uses gestures, eye contact, tone of voice and a level of enthusiasm in a way that keeps the attention of the audience.
Students are sometimes unclear. Volume or pace is inappropriate at times. Lack of gestures, eye contact, tone of voice and a level of enthusiasm. Presentation style that does not keep the attention of the audience.
Time-Limit
Presentation is 20-18 minutes long.
Presentation is 17-14 minutes long.
Presentation is 13-10 minutes long.
Presentation is less than 10 minutes OR more than 21 minutes.
Preparedness
Students are completely prepared and have obviously rehearsed.
Students seems pretty prepared but might have needed a couple more rehearsals.
The students are somewhat prepared, but it is clear that rehearsal was lacking.
Students do not seem at all prepared to present
Quiz
Students prepare and administer a quiz that is representative of both the speech content and the presentation. Well-designed and challenging for the class. Represents three levels of questioning.
Students prepare and administer a quiz that is representative of both the speech content and the presentation. Fairly designed and somewhat challenging for the class. Represents three levels of questioning.
Students prepare and administer a quiz that is representative of the speech content OR the presentation. Fairly designed and somewhat challenging for the class. Represents two of the three levels of questioning.
Students prepare and administer a quiz that is representative of the speech content OR the presentation. Poorly designed or easy for the class. Disregards three levels of questioning.
Rhetoric:
Rhetoric Unit Overview
Rubric:
Handout for Ms. Shubert's class:
Handout for Mr. Tanner's class:
(print out and read the following--consult your class schedule for which day each speech is scheduled--or message to ask)
http://www.historyplace.com/speeches/joseph.htm
"Sacred Soil"--Chief Seattle
http://www.english.ilstu.edu/351/hypertext97/Jus/Seattle/cstext1.htm
http://www.historyplace.com/speeches/gettysburg.htm
http://www.sojournertruth.org/Library/Speeches/AintIAWoman.htm
“After Being Convicted Of Voting In The 1872 Presidential Election”—Susan B. Anthony
http://www.pbs.org/pov/pov2004/election/wvote/anthony.html
http://www.americanrhetoric.com/speeches/mlkihaveadream.htm
http://www.americanrhetoric.com/speeches/jfkinaugural.htm
http://www.americanrhetoric.com/speeches/wjcoklahomabombingspeech.htm
“Address to a Joint Session of Congress and the American People”—George W. Bush
http://www.whitehouse.gov/news/releases/2001/09/20010920-8.html
PRESENTATION RUBRIC: